PLC Principles

TCS Norms

• T-Everything stays here, unless agreed upon
• R-Mindful of tone and the time
• R-Come prepared
• F-All members can speak and are heard
• C-Celebrate success, stay positive
• C- Be a role model

Goals

• Explain each phase and give an example of the work cycle for PLCs
• Follow the steps of the PLC process
• Identify the difference between PLCs and department meetings

Cultural Shifts-Quiz, Quiz, Trade

• Read your partner's slip
• Give an example of how it will change/support your work
• Switch papers. Turn around hand up and find new partner

Focus on student learning

Culture of Collaboration

Focus on Results

• from teaching activites and teaching practices to student learning
• collect and respond to meaningful data
• develop and use common formative assesments and interventions

Self-Assess

• Focus on learning
• Culture of collaboration
• Focus on student results
• 1-4 (1=below standard and 4=exceeding standard)

Teaching vs. Learning

4 ?s of PLCs

4 ?'s

• What do we want students to know?
• How do we know they are learning?
• What do we do when they're not learning?
• How do we respond when they've already learned the information?

The Process

Cycle for Teams

• Prepare- Norms to live by
• Plan-create instruction & assessment plan
• Do- execute the plan
• Study- data dialogue
• Act- take action

Jigsaw

• Read your assigned area
• Share out with team and teach them your area

Jigsaw

• Prepare
• Plan
• Do
• Study
• Act

5 minute break

Where do we start?

Step 1 Norms

• Define roles
• Have a clear agenda *one or more steps of Prepare, Plan, Do, Study, Act
• Protocols

Break down

• Broken norm
• Ineffective meeting and identify the broken norm and a solution
• I.E Using technology--respect--set a norm for when it is appropriate

Step 2 -What should students know?

• 3-5 essential standards/semester/bimester/unit/subject
• Examine data related to essential standards to determine need of students
• Determine Greatest Area of Need

Unwrap

• Break the standard into learning targets/goal
• Create a formative assessment around the learning target/goal

Standard

• Determine the main idea of a text, differentiate between main idea and details, recount the key details, and explain how each detail supports the main idea.
• Think, pair, share the 4 learning targets

Goals/Learning Targets

• Determine the main idea of the text
• Differentiate between main idea and details
• Recount the key details
• Explain how each detail supports the main idea

Step 3--SMART goal

• Develop a SMART goal based off standards and GAN
• Standardized tests are NOT PART of your SMART they inform your goal

Step 4-How do you know?

• Common Formative Assessments- develop, administer and analyze
• HS/MS--do not have to be common unless skills based
• Norm assessments

Step 5-Who is/isn't mastering?

• Each PLC/week discuss students who are/aren't mastering standards
• Develop interventions and evaluate interventions
• Differentiate for students who have met the learning goals

Interventions

• One room for enrichment
• Use the strengths of your teammates
• Research and learn together
• Flexible and Think outside the box

PLC vs. Department/Team

• Draw a t-chart
• Label one Dept./Team and the other PLC
• Take turns writing a characteristic of each
• Gallery Walk and displayed

Gallery Walk

• Leave your poster on your table
• *=agree
• ?= consider moving/may not be accurate characteristic